Inculcate

Inculcate (pronounced in-kuhl-keyt)

(1) To implant ideas, opinions or concepts in others, usually by forceful or insistent repetition or admonition; persistently to teach.

(2) To cause or influence others to accept an idea or feeling; to induce understanding or a particular sentiment in a person or persons.

1540s: From the Latin inculcātus past participle of inculcāre (to trample, impress, stuff in, force upon) and perfect passive participle of inculcō (impress upon, force upon).  The construct of inculcāre was in- + calcāre (to trample), from calcō (to tread upon), from calx (heel).  The Latin prefix in- was from the Proto-Italic en-, from the primitive Indo-European n̥- (not), the zero-grade form of the negative particle ne (not) and was akin to ne-, nē & nī.  In Modern English it is from the Middle English in-, from Old English in- (in, into), from the Proto-Germanic in, from the primitive Indo-European en.  The meanings in English upon adoption in the mid-sixteenth century (act of impressing upon the mind by repeated admonitions; forcible or persistent teaching) are agreed but some etymologists note the source of the noun inculcation might have been different, coming directly from the Late Latin inculcationem (nominative inculcatio), the noun of action from past-participle stem of inculcāre.  Inculcate is a verb, inculcation & inculcator are nouns, inculcates, inculcating, & inculcated are verbs and inculcative & inculcatory are adjectives; the most common noun plural is inculcations.

Inculcation and inculcators

The word inculcate sits on the spectrum of descriptors of the process by which an individual or institution can attempt impose a doctrine, belief or construct of reality on others, the range extending from suggestion & persuasion to instill, ingrain, propaganda, inculcation & brainwashing.  It thus belongs in the class called loaded words (those which, usually for historic or associative reasons, have come to possess implications “loading” the meaning beyond the technical definition.  For most purposes, those who wish to apply the process of inculcation for some purpose usually cloak their intent with other words; "inspire" often appears in vapid corporate mission-statements but is tainted by its association with advertising and a better choice is the less obviously manipulative "instil".

Professor Noam Chomsky.

The classic examples of inculcation are the totalitarian regimes of the twentieth century which existed as political entities during the brief few decades when states could (1) control the mass distribution of ideas and information while (2) simultaneously restricting and dissemination of alternatives.  Such states still exist but technological changes have rendered their attempts less effective.  Political and linguistic theorists have developed constructs describing the way by which, even in nominally non-totalitarian states, corporate and political interests can inculcate collective values and opinions.  One celebrated discussion of the process is in Manufacturing Consent: The Political Economy of the Mass Media (1988) by Noam Chomsky (b 1928; Laureate Professor of Linguistics at the University of Arizona & Institute Professor Emeritus at the Massachusetts Institute of Technology (MIT)) and US economist Edward S Herman (1925-2017).

The phrase "the manufacture of consent" had appeared in the book Public Opinion, published in 1922 by US journalist Walter Lippmann (1889–1974), a work which explored the interaction between the mass of the public and the techniques of inculcation used by government (and others) to shape collective opinion and expectation.  Public Opinion remains text useful for its analysis and the structural models presented although now few would (at least publicly) agree with his elitist solutions to the problems identified.  Like Chomsky & Herman’s Manufacturing Consent, it is a helpful reminder that inculcation is a set of techniques not restricted to the totalitarian regimes with which it tends most to be associated.  The message may differ but a hegemony will always attempt to ensure the world view essential to their survival is the one which prevails, the notion of “consent” so important because as British colonial official Thomas Pownall (1722-1805; Governor of the Province of Massachusetts Bay 1757-1760) repeatedly warned his uncomprehending government during the rumblings which would lead to the American Declaration of Independence: “You may exert power over, but you can never govern an unwilling people.”.  That is something understood, whether by a president in the Oval Office, an ayatollah in his chamber or the führer in his bunker although some accept that if they can’t be governed, they can be suppressed and, as long as the resource allocation remains possible, that can for decades work.

Inculcation begins at school.

The best documented case study in inculcation on a population-wide scale remains that undertaken by the Nazi State (1933-1945) in Germany and many memoirs of era record the way Adolf Hitler (1889-1945; Führer (leader) and German head of government 1933-1945 & head of state 1934-1945) would acknowledge what he’d learned of this from the Roman Catholic Church, even at times admitting it was inevitable the two-thousand year old institution (and their many schools) would still be flourishing in Germany long after he had departed the Earth.  He also understood how critical it was the process began young because it was in school he had been inculcated with the framework on which later he would build his awful intellectual structures.  Social Historian Richard Grunberger (1924-2005) in A Social History of the Third Reich (1971) reported that although Hitler had scant regard for most of his school teachers, he had high regard for his history master, Leopold Pötsch (or Poetsch) (1853–1942), a rabid German Nationalist (like many who lived in Upper Austria).  From Dr Poetsch the future Führer imbibed the heady cocktail of a romanticized tale of Germany from Charlemagne (748–814; (retrospectively) the first Holy Roman Emperor 800-814) to Otto von Bismarck (1815-1989; Chancellor of the German Empire 1871-1890).

In Mein Kampf (My Struggle, 1925), Hitler would write that his favorite teacher: “...used our budding nationalistic fanaticism as a means of educating us, frequently appealing to our sense of national honor. By this alone he was able to discipline us little ruffians more easily than would have been possible by any other means. This teacher made history my favorite subject. And indeed, though he had no such intention, it was then that I became a little revolutionary. For who could have studied German history under such a teacher without becoming an enemy of the state which, through its ruling house, exerted so disastrous an influence on the destinies of the nation? And who could retain his loyalty to a dynasty which in past and present betrayed the needs of the German people again and again for shameless private advantage?”  Upon assuming power in 1933, Hitler almost immediately deployed the education system for the purpose of inculcating the youth with Nazi ideology, the institution ideal for the purpose because it was hierarchical and didactic.  Education in “racial awareness” (the core Nazi tenant) was based on the notion of “racial duty to the national community”, that there were “worthy & unworthy" races” and while it’s misleading to suggest there’s a lineal (and certainly not a planned) path to the Holocaust, the connection must be noted.  If the entire Nazi project of inculcation can be reduced to just two themes, it’s (1) the sense of race struggle and (2) the readiness for the coming war.